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Florida School Psychologists Continuing Education and License Renewals

13 Aug

Florida School Psychologists Continuing Education and Licensing Information

Florida School Psychologists CE Requirements

Florida School Psychologists CEUsFlorida-licensed psychologists have a biennial license renewal with a November 30th deadline, odd years.

  • Thirty (30) hours of continuing education are required to renew a license.
  • Two (2) hours of medical errors are required for initial licensing, and at every renewal.
  • Two (2) hours of domestic violence are required at every third renewal.

School Psychology

Florida Board of School Psychology 
View the Board Website
 or Email the Board
Phone: 850-245-4373
CE Required: 30 hours every 2 years, of which:
2 hrs Preventing Medical Errors in Behavioral Health is required each renewal
2 hrs Domestic Violence is required every third renewal
Online CE Allowed: No limit if APA approved
License Expiration: 11/30, odd years
National Accreditation Accepted: APA
Date of Info: 6/4/2015

Florida School Psychologists may earn all 30 hours for renewal through online courses offered on the School Psychologypage of this site. Click here to view APA and Florida-board approved online CEU courses.

We report all courses to CE Broker within one week of completion. 

Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists. Professional Development Resources maintains responsibility for all programs and content. Professional Development Resources is also approved by the Florida Board of Psychology and Office of School Psychology (Provider #50-1635) and is CE Broker compliant (all courses are reported within 1 week of completion).

Information obtained from the Florida Board of School Psychology on June 4, 2015.

Florida School Psychologists – CE Courses of Interest

This is a test only course (book not included). The book can be purchased from Amazon or some other source.This CE test is based on the book “Apps for Autism” (2015, 436 pages), the ultimate app planner guidebook for parents/professionals addressing autism intervention. There are hundreds of apps for autism, and this course will guide you through them so that you can confidently utilize today’s technology to maximize your child or student’s success. Speech-language pathologist Lois Jean Brady wrote this book to educate parents and professionals about the breakthrough method she calls “iTherapy” – which is the use of mobile technology and apps in meeting students’ individual educational goals.For those who are new to the wonderful world of apps, worry not! This award winning reference will review hundreds of excellent apps, accessories and features organized into 39 chapters for parents and professionals alike. There are also helpful sections of how to choose apps, evidence-based practices, choosing an iDevice, internet safety, a helpful toolbox and much, much more.Course #30-82 | 2015 | 21 posttest questions Click Here to Find Out More!
Healthy professional and personal relationships rely heavily on effective communication techniques and respectful conversational skills. Clinicians and other professionals who work with children and their families can benefit from adding to their repertoire by learning communication techniques that improve the quality of these relationships. The correct use of language can increase your young clients’ self-esteem, motivate children to learn, engage their willing cooperation, defuse power struggles, and teach conflict resolution skills. With this information, you will also be better prepared to manage difficult conversations. The purpose of this course is to teach clinicians effective and practical communication and conversational skills to use in the classroom and in one-on-one situations with young clients and their families.Course #30-79 | 2015 | 52 pages | 21 posttest questions Click Here to Find Out More!
Clinicians and teachers working with students struggling at grade level are committed to raising their students’ achievement potential by creating opportunities to learn. In order to accomplish this, they need to learn new techniques that can help encourage discouraged students – particularly those who have different ways of learning – by supporting and motivating them without enabling self-defeating habits. This course will provide strategies and techniques for helping students minimize the patterns of “learned helplessness” they have adopted, appreciate and maximize their strengths, develop a growth mindset, value effort and persistence over success, view mistakes as opportunities to learn, and develop a love of learning that will help them take personal responsibility for their school work. The course video is split into 3 parts for your convenience.Course #30-75 | 2014 |  21 posttest questions Click Here to Find Out More!
Temperament plays a significant role in a child’s development, experience, relationships, and behaviors. Children often need supportive intervention to allow them to function in healthy ways and reach their potential. This video course will include a discussion of normal early childhood development and the range of normal functioning as it is impacted by temperament. The purpose of this course is to help participants understand the role that temperament plays in the trajectory of normal child development including inner experience, relationships, and behavior and learn effective, supportive interventions. It is intended for all types of therapists who work with children or their parents, as well as for school-based personnel and classroom teachers. Click Here to Find Out More!
This video course starts with a thoughtful definition of “bullying” and goes on to illustrate the functional roles of the three participant groups: the targeted individuals, the bullies, and the bystanders. The speaker discusses the concepts of resiliency, empathy, and growth/fixed mindsets, and considers the pros and cons of alternative responses to harmful behavior. Included also are an examination of the utility of zero tolerance policies and a variety of adult responses when becoming aware of bullying behavior. The speaker utilizes multiple examples and scenarios to propose strategies and techniques intended to offer connection, support and reframing to targeted individuals, motivation to change in the form of progressive, escalating consequences to bullies, and multiple intervention options to bystanders. Further segments discuss ways in which schools can create safe, pro-social climates. The course video is split into 2 parts for your convenience: part 1 is 1 hour and 34 minutes and part 2 is 1 hour and 9 minutes. Course #30-73 | 2014 | 21 posttest questions Click Here to Find Out More!

Professional Development Resources is approved as a provider of continuing education by the Association of Social Work Boards (ASWB Provider #1046, ACE Program); by the National Board of Certified Counselors (NBCC Provider #5590); by the American Psychological Association (APA); by the Florida Board of Clinical Social Work, Marriage & Family Therapy, and Mental Health Counseling (Provider #50-1635) and is CE Broker compliant (all courses are reported within 1 week of completion); by the California Board of Behavioral Sciences (Approval #PCE1625); by the Texas Board of Examiners of Marriage & Family Therapists (Provider #114); by the South Carolina Board of Professional Counselors and Marriage & Family Therapists (Provider #193); and by the *Ohio Counselor, Social Worker and Marriage & Family Therapist Board (Provider #RCST100501).

 
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Posted by on August 13, 2015 in CE Requirements, School Psychology

 

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